*Activity: Can you find it? (xviii)
*Individual investigation of online resources
*Group research and report on NE Social Studies Standards
*Teacher created assessment *Textbook and online resources scavenger hunt
*Student created projects
LA 8.1.4 Fluency: Students will read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression.
LA 8.1.5 Vocabulary: Students will build literary, general academic, and content specific grade level vocabulary.
LA 8.1.6 Comprehension: Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text
LA 8.3.2 Listening Skills: Students will develop, apply, and refine active listening skills across a variety of situations.
LA 8.4.1 Multiple Literacies: Students will research, synthesize, evaluate and communicate information in a variety of media and formats (textual, visual, and digital).
S
1-S29
Test-
taking Stra-
tegies
and Practice
*Develop and practice skill needed to study history, such as analyzing primary and secondary sources, maps, political cartoons, charts, graphs, and timelines.
*Develop and practice strategies to take standardized tests, such as answering multiple choice,constructed-response, extended-response, and document-based questions.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
SS 8.4.5 Students will develop historical research skills
1. multiple choice
2. primary sources
3. secondary sources
4. political cartoons
5. charts
6. line and bar graphs
7. pie graphs
8. political maps
9. thematic maps
10. timelines
11. constructed response
12. extended response
13. document based questions
14. observe
15. analyze
16. reflect
17. question
18. infer
19. evaluate
20. trace
21. compare
22. contrast
23. formulate
24.predict
25. explain
26. support
27. summarize
28. describe
Student textbook: Guide to Test-taking Strategies and Practice
LA 8.1.6 Comprehension: Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text.
A1-39
Geo-
graphy Hand-
book
Atlas
*Examine the five themes of geography and explore how the aid geographic observation and analysis.
*Explain how the geography of the United States has affected its development.
SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface.
SS 8.3.2 Students will examine how regions form and change over time. . SS 8.3.3 Students will investigate how natural processes interact to create and change the natural environment
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
SS 8.3.5 Students will analyze how humans have adapted to different physical environments
SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions
1. location
2. region
3. place
4. movement
5. human environment interaction
6. physical map
7. political map
8. historical map
9. line
10 symbol
11. label
12. compass rose
13. scale
14. legend/key
15. longitude
16. latitude
17. GPS: global positioning system
18. GIS: geographic information system
19. hemisphere
20. projection
21. resources
22. biome/ climate
23. vegetation
24. physical processes
25. culture
26. population
27. spatial pattern/arrangement
28. cartography
LA 8.2.2 Writing Genres: Students will write for a variety of purposes and audiences in multiple genres.
LA 8.3.1 Speaking Skills: Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations.
LA 8.3.3 Reciprocal Communication: Students will develop, apply, and adapt reciprocal communication skills.
1-13
Review:
Pro-
logues
*Prologue1:
Explain how Native Americans, Europeans, and Africans came together in N. America
*Prologue 2:
Describe characteristics of the English colonies in N. America
*Prologue 3:
Trace events that transformed colonies into independent states united under a new constitution
*Prologue 4 (pt.1)
Describe how the United States established a government, expanded westward, and related to other countries between 1789-1860
*Prologue 4 (pt. 2)
Describe how the United States changed economically, politically, and socially between 1789-1860
*Prologue 5: Identify major events of the Civil War that eventually led to Union victory
*Prologue 6:
Describe the short- and long-term effects of slavery, the Civil War, and Reconstruction
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
SS 8.3.5 Students will analyze how humans have adapted to different physical environments.
SS 8.4.1 (WLD) Students will analyze how major past and current world events are chronologically connected, and evaluate their impact(s) upon one another.
SS 8.4.2 (WLD) Students will analyze the impact of people, events, ideas, and symbols upon world history using multiple types of sources.
SS 8.4.3 (WLD) Students will analyze and interpret historical and current events from multiple perspectives.
SS 8.4.4 (WLD) Students will identify causes of past and current events, issues, and problems.
SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives.
SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.
SS 8.4.5 Students will develop historical research skills.
Prologue 2
1. colony
2. Proestant
3. tolerance
4. Quaker
5. export
6. cash crop
7. representative assembly
8. House of Burgesses
9. plantation
10. French & Indian War
Prologue 3.
1. frontier
2. taxes
3. rights
4. militia
5. patriot
6. revolution
7. liberty
8. confederation
9. three-fifths comprimise
10. Constitution
11. Bill of Rights
Prologues 4 (I & II)
1. republican
2. debt
3. cabinet
4. democracy
5. alliances
6. isolationism
7. War of 1812
8. Mexican War
9. Oregon Territory
10. Mexican cession
11. California Gold Rush
12. Trail of Tears
13. reservation
14. temperance
15. abolitionist
16. industry
17. commerce
18. Civil War
19. strikes
20. expansion
21. technology
22. Underground Railroad
23. Harper's Ferry
24. Kansas-Nebraska Act
25. secede
Prologue 5
1. Union
2. Confederate
3. First Battle of Bull Run
4. Anaconda Plan
5. Emancipation Proclamation
6. Ulysses S. Grant
7. Gettysburg
8. Robert E. Lee
9. Vicksburg
10. Sherman's March
11. reconstruction
12. federal
13. ratify
14. Amendment
15. Comprimise of 1877
16. carpetbagger
17. impeachment
18. debt
19. discrimination
20. segregation
LA 8.1.4 Fluency: Students will read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression.
LA 8.1.5 Vocabulary: Students will build literary, general academic, and content specific grade level vocabulary.
LA 8.1.5 Vocabulary: Students will build literary, general academic, and content specific grade level vocabulary.
LA 8.1.6 Comprehension: Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text.
LA 8.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level.
LA 8.2.2 Writing Genres: Students will write for a variety of purposes and audiences in multiple genres.
LA 8.3.1 Speaking Skills: Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations.
LA 8.3.2 Listening Skills: Students will develop, apply, and refine active listening skills across a variety of situations.
LA 8.3.3 Reciprocal Communication: Students will develop, apply, and adapt reciprocal communication skills.
LA 8.4.1 Multiple Literacies: Students will research, synthesize, evaluate and communicate information in a variety of media and formats (textual, visual, and digital).
14-61
Consti-
tution &
Citizen-
ship
Hand-
books
*Identify and explain ways in which our 220-year-
old Constitution has remained a living document
*SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government.
*SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
SS 8.2.11 Students will explain how tax revenues are collected and distributed.
SS 8.2.12 Students will illustrate how international trade benefits individuals, organizations, and nations.
SS 8.2.13 Students will identify how international trade affects the domestic economy.
1. Constitution
2. Bill of Rights
3. Amendment
4. living document
5. Article
6. popular sovereignty
7. Republicanism
8. Federalism
9. separation of powers
10. checks and balances
11. limited govt.
12. individual rights
13. preamble
14. congress
15. House of Representatives
16. elections
17. qualifications
18. electors
20. federal office terms and requirements (p. 22)
21. judiciary
22. rights
23. responsibilities
24. citizen
25. citizenship
26. naturalization
27. civil rights
*Student copies of Mulberry St. photograph; magnifying glasses
*Photograph analysis
*Group discussion
*Group presentation
*Individual analysis tools
64-69
U1 Ch1 S1
*Explain how nation changed as a result of westward movement after the Civil War.
*Describe how the transcontinental railroad was built
*Summarize how the railroads changed the nation
SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government.
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy.
SS 8.2.2 Students will describe the relationship between supply and demand.
SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface.
SS 8.3.2 Students will examine how regions form and change over time.
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
SS 8.3.5 Students will analyze how humans have adapted to different physical environments.
SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions.
SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives.
SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.
SS 8.4.5 Students will develop historical research skills.
1. trans-continental railroad
2. Great Plains
3. frontier
4. solar time
5. standard time
*Explain how nation changed as a result of westward movement after the Civil War.
*Explain how the discovery of gold and silver in the West caused a population surge
*Summarize the growth and decline of the long drives in the cattle industry
*Compare the myths and realities of the West during this time
*Identify forces that increased population in western cities and in the Southwest
1. vaquero
2. long drive
3. vigilante
4. buffalo soldier
5. Mexicano
6. Anglo
7. lode
8. boomtown
9. black codes
*RSG, pp. 3-4
*RSG/Additional Support, pp. 11-12
*Skillbuilder Practice, p. 35
*Interdisciplinary Projects, pp. 39-40
*American Literature, pp. 48-50
*Animated History: Cattle Drive Trails
*Explain how nation changed as a result of westward movement after the Civil War.
*Describe Native American life on the Great Plains
*Identify ways Native Americans tried to resist efforts by the settlers to take their lands
*Summarize the forces that led to the end of traditional Native American life
1. Sand Creek Massacre
2. Sitting Bull
3. George A. Custer
4. Battle of the Little Bighorn
5. Dawes Act
6. Wounded Knee Massacre
7. nomadic
8. reservation
*Explain how the nation changed as a result of westward movement after the Civil War
See Chapter 1, Sections 1-4
ClassZone.com Chapter Summary; Name Game; Flipcard; Geogame
*Chapter Review, pp. 96-97
*Online Review
*Chapter 1 Test, Forms A-C, pp. 59-70
100-109
U1Ch2 S1
*Explain how the nation changed as a result of westward movement after the Civil War
*Describe new problems and opportunities developed as America became a political power.
*Describe the growth created by the Industrial Revolution and changes in American life
*Compare corporations with privately-owned businesses and describe how they changed the American business world
*Summarize the results of economic growth
SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government.
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy.
SS 8.2.2 Students will describe the relationship between supply and demand.
SS 8.2.3 Students will identify economic institutions and describe how they interact with individuals and groups.
SS 8.2.4 Students will identify how private ownership of property is a basic institution of a market economy.
SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
SS 8.2.12 Students will illustrate how international trade benefits individuals, organizations, and nations.
SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface.
SS 8.3.2 Students will examine how regions form and change over time.
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
SS 8.3.5 Students will analyze how humans have adapted to different physical environments.
SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions.
SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives.
SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.
SS 8.4.5 Students will develop historical research skills.
1. Lewis Latimer
2. Thomas Edison
3. Alexander Graham Bell
4. John D. Rockefeller
5. robber baron
6. Andrew Carnegie
7. Guilded Age
8. patents
9. corporation
10. monopoly
11. trust
12. business cycle
13. shareholder
14. depression
*Describe new problems and opportunities developed as America became a political power.
*Identify reasons why cities grew quickly and how urban life changed
*Describe the new immigrants and their settlement patterns
*Explain the process of assimilation and native reaction to the new immigrants
*Summarize problems created by rapid urban growth and tell why political machines controlled certain areas
1. Ellis Island
2. Angel Island
3. melting pot
4. assimilation
5. Chinese Exclusion Act
6. Jane Adams
7. Hull House
8. social gospel movement
9. Tammany Hall
10. urbanization
11. sweatshop
12. tenements
13. slum
14. political machine
*RSG, pp. 73-74
*RSG/Ad. Support, pp. 83-84
*Skillbuilder Practice, p. 113
*Primary/Secondary Sources, pp. 122-125
*American Literature, pp. 126-128
*Animated History: Ellis Island
*Identify/explain new problems and opportunities developed as America became an industrial power
See Chapter 2, Sections 1-5
Chapter Summary; Name Game; Crossword Puzzle; Flipcard ClassZone.com
*Chapter Review, pp. 138-139
*Online Review
Chapter Test, Forms A-C, pp. 139-150
142-147
U1 Ch3 S1
*Identify the goals of the Progressive movement
*Analyze Theodor Roosevelt's square deal
*Explain Roosevelt's civil rights dilemma
SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government.
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.2.3 Students will identify economic institutions and describe how they interact with individuals and groups.
SS 8.2.5 Students will identify the basic economic systems in the global economy.
SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
SS 8.3.2 Students will examine how regions form and change over time.
SS 8.3.5 Students will analyze how humans have adapted to different physical environments.
SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives.
SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.
SS 8.4.5 Students will develop historical research skills.
*Describe the contributions of women progressive leaders
*Analyze the events that led to suffrage for women
1. Carry A. Nation
2. prohibition
3. Eighteenth Amendment
4. Susan B. Anthony
5. Carrie Chapman Catt
Ninteenth Amendment
6. settlement house
7. Jane Adams
8. suffrage
*Explain how Americans benefited from Progressive reforms
See Chapter 3, Sections 1-3
*Chapter Summary; Name game; Crossword Puzzle; Flipcard ClassZone.com
*Chapter review, pp. 160-161
*Online Review
*Chapter Test, Forms A-c, pp. 199-210
164-167
U1 Ch4 S1
*Identify the reasons why the U.S. became an imperial power
*Explain ho the U.S. gained possession of Alaska and Hawaii
SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government.
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy.
SS 8.2.2 Students will describe the relationship between supply and demand.
SS 8.2.5 Students will identify the basic economic systems in the global economy.
SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
SS 8.2.12 Students will illustrate how international trade benefits individuals, organizations, and nations.
SS 8.3.2 Students will examine how regions form and change over time.
SS 8.3.3 Students will investigate how natural processes interact to create and change the natural environment
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions.
SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives.
SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.
SS 8.4.5 Students will develop historical research skills.
1. Queen Liliuokalani
2. imperialism
3. William Seward
4. Pearl Harbor
5. manifest destiny
6. missionary
*Explain how America's growing power affected its relationship with other nations
*See Ch. 4, Sections 1-3
*Chapter Summary; Name Game; Crossword Puzzle; Flipcard ClassZone.com
*Chapter Review, pp. 184-185
*Online
Review
*Chapter Test, Forms A-C, pp. 259-270
190-195
U2 Ch 5 S1
*Analyze the causes of WWI
*Explain how the U.S. became involved in the war
SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government.
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface.
SS 8.3.2 Students will examine how regions form and change over time.
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives.
SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.
SS 8.4.5 Students will develop historical research skills.
*Describe the social changes brought about in America as the country raised an army and navy
*Explain how the govt. rallied the country to support the war effort
1. American Expeditionary Force
2. Gen. John J. Pershing
3. war bonds
4. War Industries Board
5. Committee on Public Info.
6. Espionage Act
7. Sedition Act
8. propaganda
*Explain how WWI impacted America and transformed Europe
*See Chapter 5 , Sections 1-4
*Chapter Summary; Name Game: Crossword Puzzle; Geogame ClassZone.com
*Chapter Review, pp.
*Online Review
*Chapter Test, Forms A-C, pp. 59-70
222-227
U2 Ch6 S1
*Explain why Warren G. Harding appealed to many voters in 1920
*Summarize how the economy grew and struggled in the 1920s
*Describe the scandal that overshadowed Harding's presidency and how Calvin Coolidge minimized damage
SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government.
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy.
SS 8.2.2 Students will describe the relationship between supply and demand.
SS 8.2.3 Students will identify economic institutions and describe how they interact with individuals and groups.
SS 8.2.5 Students will identify the basic economic systems in the global economy.
SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
SS 8.2.11 Students will explain how tax revenues are collected and distributed.
SS 8.2.13 Students will identify how international trade affects the domestic economy.
SS 8.3.2 Students will examine how regions form and change over time.
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives.
SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.
SS 8.4.5 Students will develop historical research skills.
1. Warren G. Harding
2. assembly line
3. installment buying
4.Teapot Dome Scandal
5. Calvin Coolidge
6. laissez-faire economics
7. credit
8. tariff
*Explain how American society changed during the 1920s
Chapter 6, Sections 1-3
*Chapter Summary; Name Game; Crossword Puzzle; Flipcards ClassZone.com
*Chapter review, pp.240-241
*Online review
*Chapter Test, forms A-C, pp. 119-130
246-251
U3 Ch7 S1
*Explain why the prosperity of the 1920s was misleading
*Identify events that led to the Great Depression
*Describe President Herbert Hoover's policy for dealing with the Depression and America's response to those policies
SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government.
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
*SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy.
*SS 8.2.2 Students will describe the relationship between supply and demand.
SS 8.2.3 Students will identify economic institutions and describe how they interact with individuals and groups.
SS 8.2.5 Students will identify the basic economic systems in the global economy.
SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
SS 8.2.12 Students will illustrate how international trade benefits individuals, organizations, and nations.
SS 8.2.13 Students will identify how international trade affects the domestic economy.
SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface.
SS 8.3.2 Students will examine how regions form and change over time.
SS 8.3.3 Students will investigate how natural processes interact to create and change the natural environment
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
SS 8.3.5 Students will analyze how humans have adapted to different physical environments.
SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions.
1. Herbert Hoover
2. Stock Market Crash of 1929
3. Great Depression
4. Bonus Army
5. speculation
6. public works
7. credit
8. economic depression
*Student created "checking account" and "stock purchases"
with "brokerage fees" through "trader/teacher"
*Track stock "purchases" throughout rest of year. Sell at end of year to figure out gross and net earnings.
*Reading Analysis
*Section Quiz, p. 43
*Reteaching activity, p. 46
*Daily Test Transparency: TT84
254-260
U3 Ch7 S2
*Summarize the steps FDR took to boost public confidence and bring relief to those who suffered economic distress
*Explain the purpose and scope of Roosevelt's Second New Deal
*Identify reasons why the New Deal slowed down
1. Franklin D. Roosevelt
2. First New Deal
3. Twentieth Amendment
4. Hundred Days
5. fireside chats
6. Second New Deal
7. Social Security Act
8. deficit spending
9. socialism
*Describe the effects of the drought on the Great Plains and the effects of unemployment on millions of Americans
*Explain how the Depression inspired artistic and cultural achievements
*Summarize ways in which minorities were affected by the Depression
*Evaluate the impact of the New Deal on American society
1. Dust Bowl
2. Elenor Roosevelt
3. Congress of Industrial Organization (CIO)
4. American Federation of Labor (AFL)
5. sit-down stirke
6. Liberal
7. Conservative
*Describe the government's reaction to the crisis of the Great Depression
*Chapter 7, sections 1-3
*Chapter Summary; Name Game; Crossword Puzzle; Geogame ClassZone.com
*Chapter Review, pp. 272-273
*Online Review
*Chapter Test, Forms A-C, pp. 49-60
276-281
U3 Ch8 S1
*Understand how dictators took power in several European countries
*Identify the countries dictators invaded before the war began
*Describe why and how WWII began
SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government.
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy.
SS 8.2.2 Students will describe the relationship between supply and demand.
SS 8.2.5 Students will identify the basic economic systems in the global economy.
SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
SS 8.2.11 Students will explain how tax revenues are collected and distributed.
SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface.
SS 8.3.2 Students will examine how regions form and change over time.
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
1. Benito Mussolini
2. fascism
3. Adolf Hitler
4. Joseph Stalin
5. Axis
6. Neville Chamberlain
7. appeasement
8. blitzkrieg
9. Lend-Lease Act
10. Pearl Harbor
11. Hideki Tojo
12. infamy
Explain how WWII transformed America and the world
Ch. 8, Sections 1-5
*Chapter Summary; Name Game; Crossword Puzzle; Geogame ClassZone.com
*Chapter Review, pp. 310-311
*Online Review
Chapter Test, Forms A-C, pp. 129-140
314-319
U3 Ch9 S1
*Summarize how the U.S. economy and political climate changed after WWII
*Describe the origins and expansion of the Cold War
*Explain how fear of communism affected people in the U.S.
SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government.
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy.
SS 8.2.2 Students will describe the relationship between supply and demand.
SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface.
SS 8.3.2 Students will examine how regions form and change over time.
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
SS 8.3.5 Students will analyze how humans have adapted to different physical environments.
SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions.
1. Harry S. Truman
2. Fair Deal
3. Cold War
4. Truman Doctrine
5. NATO
6. containment
7. New Deal
*Describe how the Cold War snf domestic changes in the postwar years affected the nation
*Ch. 9, Sections 1-3
*Chapter Summary; Name Game; Flipcard; Geogame ClassZone.com
*Chapter Review, pp. 336-337
*Online review
*Chapter Test, Forms A-C, pp. 189-200
342-345
U4 Ch10 S1
*Explain how governmental policies both helped and hurt African Americans after Reconstruction
*Identify ways in which African Americans sought to improve their lives and fight for social justice
SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government.
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface.
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
1. segregation
2. civil rights
3. black codes
4. Plessy v. Ferguson
5. Jim Crow laws 6. National Association for the Advancement of Colored People (NAACP)
*Describe the efforts of civil rights workers to protest discrimination against African Americans after segregation policies expanded
*Explain how opponents of racial equality reacted to civil rights demonstrations and how civil rights workers responded
1. integrate
2. Thugood Marshall
3. Brown v. Board of Education of Topeka//
4. Montgomery bus boycott
5. Martin Luther King Jr.
6. Southern Christian Leadership Conference (SCLC)
7. sit-in
8. Student Nonviolent Coordinating Committee (SNCC)
9. grassroots
10. activism
*Describe the tactics used by civil rights activists to increase public awareness of discrimination towards African Americans
*Explain the importance of the Civil Rights Act of 1964 and the Voting Rights Act
*Identify conflicts in the civil rights movement in the late 1960s and the ramification of those conflicts
1. Freedom Rides
2. Congress of Racial Equality (CORE)
3. March on Washington
4. Civil Rights Act of 1964
5. Freedom Summer
6. Voting Rights Act
7. Great Society
8. Malcom X
9. disenfranchised
*Summarize the efforts of Mexican Americans and Native Americans to seek equality in the U.S.
*Explain the ways in which women were still discriminated against after WWII
1. Delores Huerta
2. Cesar Chavez
3. National Congress of American Indians (NCAI)
4. Betty Friedan
5. National Organization for Women (NOW)
6. Equal Rights Amendment (ERA)
7. Latinos
8. abridged
9. assimilate
*Describe the issues in Indochina which led to the Vietnamese revolt
*Summarize the history of American support for the French in Indochina and U.S. involvement in the conflict
*Describe the events that shaped U.S. policy in Vietnam and how fear of Communism drew the U.S. in to the war
SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government.
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
SS 8.3.2 Students will examine how regions form and change over time.
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
SS 8.3.5 Students will analyze how humans have adapted to different physical environments.
SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions.
1. French Indochina
2. Ho Chi Minh
3. domino theory
4. Ngo Dinh Diem
5. Bay of Pigs invasion
6. Cuban missile crisis
7. Viet cong
8. Ho Chi Minh Trail
9. communism
10. guerrillas
*Identify domestic problems that President Nixon faced
*Describe ways that Nixon eased Cold War tensions
*Summarize the events of the Watergate scandal and its effects on the country
*Describe important events and challenges faced by presidents Ford and Carter
SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government.
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy.
SS 8.2.2 Students will describe the relationship between supply and demand.
SS 8.2.3 Students will identify economic institutions and describe how they interact with individuals and groups.
SS 8.2.5 Students will identify the basic economic systems in the global economy.
SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
SS 8.2.12 Students will illustrate how international trade benefits individuals, organizations, and nations.
SS 8.2.13 Students will identify how international trade affects the domestic economy.
SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface.
SS 8.3.2 Students will examine how regions form and change over time.
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
SS 8.3.5 Students will analyze how humans have adapted to different physical environments.
SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions.
1. Richard M. Nixon
2. Watergate scandal
3. Organization of Petroleum Exporting Countries (OPEC)
4. Camp David Accords
5. inflation
SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government. SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
*Learn about civics and the election process in a mock election
SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government.
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives.
SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
1. vote
2. election
3. popular vote
4. elector, electoral college, electoral vote
5. candidate
6. democrat
7. republican
8. liberal
9. conservative
10. president
11. vice-president
12. senator
13. representative
14. poll
15. registration
16. polling place
*Research current topics and candidate's positions for discussion and consideration
*Compare/contrast activity on candidates/issues
*Voting participation
Veterans
Day
*Understand history of Veterans Day and create a
program to honor
local veterans and current service men and women
SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government.
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
SS 8.4.5 Students will develop historical research skills
SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government.
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
SS 8.4.5 Students will develop historical research skills.
1. memorial
2. rememberance
3. service
4. observance
5. Flanders Field
Textbook: (American History: Reconstruction to the Present, McDougal Littell, 2008)
"The learner will . . ."
Under-standing
*Learn key strategies for reading history text.
*Become more knowledgeable about state social studies standards.
SS 8.4.5 Students will develop historical research skills.
2. strategies
3. standards
4. essential question
5. connect
6. assessment
7. democratic
8. citizenship
9. diversity
10 unity
11. impact
12. immigration
13. migration
14. economics
15. expansion
16. technology
*Four Steps to Being a Strategic Reader
*Themes of American History
*Exploring History Online
*NE Social Studies Standards
teachinghistory.org
Language Arts PowerPoints & Activities
Social Studies PowerPoints, Lesson Plans, Games
*Individual investigation of online resources
*Group research and report on NE Social Studies Standards
*Student created projects
LA 8.1.5 Vocabulary: Students will build literary, general academic, and content specific grade level vocabulary.
LA 8.1.6 Comprehension: Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text
LA 8.3.2 Listening Skills: Students will develop, apply, and refine active listening skills across a variety of situations.
LA 8.4.1 Multiple Literacies: Students will research, synthesize, evaluate and communicate information in a variety of media and formats (textual, visual, and digital).
1-S29
taking Stra-
tegies
and Practice
*Develop and practice strategies to take standardized tests, such as answering multiple choice,constructed-response, extended-response, and document-based questions.
SS 8.4.5 Students will develop historical research skills
2. primary sources
3. secondary sources
4. political cartoons
5. charts
6. line and bar graphs
7. pie graphs
8. political maps
9. thematic maps
10. timelines
11. constructed response
12. extended response
13. document based questions
14. observe
15. analyze
16. reflect
17. question
18. infer
19. evaluate
20. trace
21. compare
22. contrast
23. formulate
24.predict
25. explain
26. support
27. summarize
28. describe
National Archives
Finding, Using, Citing Primary Resources & Documents
teachinghistory.org: Reading Primary Source Documents
Best of History Websites: U.S./World History & Geography
graphy Hand-
book
Atlas
*Explain how the geography of the United States has affected its development.
SS 8.3.2 Students will examine how regions form and change over time.
.
SS 8.3.3 Students will investigate how natural processes interact to create and change the natural environment
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
SS 8.3.5 Students will analyze how humans have adapted to different physical environments
SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions
2. region
3. place
4. movement
5. human environment interaction
6. physical map
7. political map
8. historical map
9. line
10 symbol
11. label
12. compass rose
13. scale
14. legend/key
15. longitude
16. latitude
17. GPS: global positioning system
18. GIS: geographic information system
19. hemisphere
20. projection
21. resources
22. biome/ climate
23. vegetation
24. physical processes
25. culture
26. population
27. spatial pattern/arrangement
28. cartography
*Rand McNally Atlas
USGS Earthshots
National Geographic Map Machine
Great Globe Gallery
Geosystems
Browse the World: Mr. Dowling
Geography PowerPoints, Games, Lesson Plans
Best of History Websites: U.S./World History & Geography
*textbook atlas
*student atlas
*online resources
*classroom map/globe
*Student created projects
LA 8.3.1 Speaking Skills: Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations.
LA 8.3.3 Reciprocal Communication: Students will develop, apply, and adapt reciprocal communication skills.
Pro-
logues
Explain how Native Americans, Europeans, and Africans came together in N. America
*Prologue 2:
Describe characteristics of the English colonies in N. America
*Prologue 3:
Trace events that transformed colonies into independent states united under a new constitution
*Prologue 4 (pt.1)
Describe how the United States established a government, expanded westward, and related to other countries between 1789-1860
*Prologue 4 (pt. 2)
Describe how the United States changed economically, politically, and socially between 1789-1860
*Prologue 5: Identify major events of the Civil War that eventually led to Union victory
*Prologue 6:
Describe the short- and long-term effects of slavery, the Civil War, and Reconstruction
SS 8.3.5 Students will analyze how humans have adapted to different physical environments.
SS 8.4.1 (WLD) Students will analyze how major past and current world events are chronologically connected, and evaluate their impact(s) upon one another.
SS 8.4.2 (WLD) Students will analyze the impact of people, events, ideas, and symbols upon world history using multiple types of sources.
SS 8.4.3 (WLD) Students will analyze and interpret historical and current events from multiple perspectives.
SS 8.4.4 (WLD) Students will identify causes of past and current events, issues, and problems.
SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives.
SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.
SS 8.4.5 Students will develop historical research skills.
1. migrate
2. Olmec
3. Maya
4. Mesoamerica
5. Inca
6. Aztec
7. socities
8. culture
9. trans-Atlantic
trade
10. slavery
11. labor
Prologue 2
1. colony
2. Proestant
3. tolerance
4. Quaker
5. export
6. cash crop
7. representative assembly
8. House of Burgesses
9. plantation
10. French & Indian War
Prologue 3.
1. frontier
2. taxes
3. rights
4. militia
5. patriot
6. revolution
7. liberty
8. confederation
9. three-fifths comprimise
10. Constitution
11. Bill of Rights
Prologues 4 (I & II)
1. republican
2. debt
3. cabinet
4. democracy
5. alliances
6. isolationism
7. War of 1812
8. Mexican War
9. Oregon Territory
10. Mexican cession
11. California Gold Rush
12. Trail of Tears
13. reservation
14. temperance
15. abolitionist
16. industry
17. commerce
18. Civil War
19. strikes
20. expansion
21. technology
22. Underground Railroad
23. Harper's Ferry
24. Kansas-Nebraska Act
25. secede
Prologue 5
1. Union
2. Confederate
3. First Battle of Bull Run
4. Anaconda Plan
5. Emancipation Proclamation
6. Ulysses S. Grant
7. Gettysburg
8. Robert E. Lee
9. Vicksburg
10. Sherman's March
11. reconstruction
12. federal
13. ratify
14. Amendment
15. Comprimise of 1877
16. carpetbagger
17. impeachment
18. debt
19. discrimination
20. segregation
- Prologues 1-6 (pp. 1-13)
*Geography Handbook*Rand McNally Atlas
Library of Congress: Immigration...Native Americans
National Archives: Docs Teach
National Archives: Teachers
Browse the World: Mr. Dowling
Geography PowerPoints, Games, Lessons
Social Studies PowerPoints, Lessons, Games
American History PowerPoints, Lessons, Games
Best of History Websites: U.S./World History & Geography
*Notes
/summaries
*Student created posters/projects
LA 8.1.5 Vocabulary: Students will build literary, general academic, and content specific grade level vocabulary.
LA 8.1.5 Vocabulary: Students will build literary, general academic, and content specific grade level vocabulary.
LA 8.1.6 Comprehension: Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text.
LA 8.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level.
LA 8.2.2 Writing Genres: Students will write for a variety of purposes and audiences in multiple genres.
LA 8.3.1 Speaking Skills: Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations.
LA 8.3.2 Listening Skills: Students will develop, apply, and refine active listening skills across a variety of situations.
LA 8.3.3 Reciprocal Communication: Students will develop, apply, and adapt reciprocal communication skills.
LA 8.4.1 Multiple Literacies: Students will research, synthesize, evaluate and communicate information in a variety of media and formats (textual, visual, and digital).
tution &
Citizen-
ship
Hand-
books
old Constitution has remained a living document
*SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
SS 8.2.11 Students will explain how tax revenues are collected and distributed.
SS 8.2.12 Students will illustrate how international trade benefits individuals, organizations, and nations.
SS 8.2.13 Students will identify how international trade affects the domestic economy.
2. Bill of Rights
3. Amendment
4. living document
5. Article
6. popular sovereignty
7. Republicanism
8. Federalism
9. separation of powers
10. checks and balances
11. limited govt.
12. individual rights
13. preamble
14. congress
15. House of Representatives
16. elections
17. qualifications
18. electors
20. federal office terms and requirements (p. 22)
21. judiciary
22. rights
23. responsibilities
24. citizen
25. citizenship
26. naturalization
27. civil rights
National Archives: Docs Teach
National Archives: Teachers
Browse the World: Mr. Dowling
Social Studies PowerPoints, Lessons, Games
American History PowerPoints, Lessons, Games
Best of History Websites: U.S./World History & Geography
Foundation for Teaching Economics
International Trade Lesson: Indiana University
/summaries
*Student created posters/projects
*Taking Action Activity, p. 60
*Foreign Currency/Exchange activity/video
*International Trade Activity
*Taking Action Activity, p. 60
*How to be a Model Citizen Activities, p. 61
2. analyze
3. reflect
4. question
5. infer
6. evaluate
7. trace
8. compare
9. contrast
10. formulate
11.predict
12. explain
13. support
14. summarize
15. describe
*Library of Congress Primary Source Analysis Tool
*Student copies of Mulberry St. photograph; magnifying glasses
*Group discussion
*Individual analysis tools
*Describe how the transcontinental railroad was built
*Summarize how the railroads changed the nation
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy.
SS 8.2.2 Students will describe the relationship between supply and demand.
SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface.
SS 8.3.2 Students will examine how regions form and change over time.
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
SS 8.3.5 Students will analyze how humans have adapted to different physical environments.
SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions.
SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives.
SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.
SS 8.4.5 Students will develop historical research skills.
2. Great Plains
3. frontier
4. solar time
5. standard time
*RSG/Additional Support, pp 9-10
*Building Background Vocab, p. 34
*Connect Geo. and Hist., pp. 41-42
*Reteaching Act. - U7RB p. 51
*Animated History: U.S. Population Density
Library of Congress: Lesson Plans by Era
Library of Congress: Lesson Plans by Topic
Browse the World: Mr. Dowling
Geography PowerPoints, Games, Lessons
Social Studies PowerPoints, Lessons, Games
American History PowerPoints, Lessons, Games
Best of History Websites: U.S./World History & Geography
*Group Discussion
*Online Activity
*Worksheets
*Study Guides
*Section Quiz, p. 51
*Reteaching Activity, p. 55
*Daily Test Transparency TT62
*Explain how the discovery of gold and silver in the West caused a population surge
*Summarize the growth and decline of the long drives in the cattle industry
*Compare the myths and realities of the West during this time
*Identify forces that increased population in western cities and in the Southwest
2. long drive
3. vigilante
4. buffalo soldier
5. Mexicano
6. Anglo
7. lode
8. boomtown
9. black codes
*RSG/Additional Support, pp. 11-12
*Skillbuilder Practice, p. 35
*Interdisciplinary Projects, pp. 39-40
*American Literature, pp. 48-50
*Animated History: Cattle Drive Trails
Library of Congress: Lesson Plans by Era
Library of Congress: Lesson Plans by Topic
Social Studies PowerPoints, Lessons, Games
American History PowerPoints, Lessons, Games
Browse the World: Mr. Dowling
Best of History Websites: U.S./World History & Geography
*Group Discussion
*Online Activity
*Worksheets
*Study Guides
*Section Quiz, p. 52
*Reteaching Activity, p. 56
*Daily Test Transparency: TT63
*Describe Native American life on the Great Plains
*Identify ways Native Americans tried to resist efforts by the settlers to take their lands
*Summarize the forces that led to the end of traditional Native American life
2. Sitting Bull
3. George A. Custer
4. Battle of the Little Bighorn
5. Dawes Act
6. Wounded Knee Massacre
7. nomadic
8. reservation
*RSG/Ad. Support, pp. 13-14
*America's History Makers, pp. 37-38
*Primary/Secondary Sources, pp. 44-45
*Reader's Theater, pp. 275-282
Library of Congress: Lesson Plans by Era
Library of Congress: Lesson Plans by Topic
Social Studies PowerPoints, Lessons, Games
American History PowerPoints, Lessons, Games
Browse the World: Mr. Dowling
Best of History Websites: U.S./World History & Geography
*Group Discussion
*Worksheets
*Study Guides
*Historical Drama
*Section Quiz, p.53
*Reteaching Activity, p. 57
*Daily Test Transparency: TT64
*Explain the government's land policies
*Describe farm life on the Great Plains
*Summarize how and why farmers organized to gain political power
*Describe the closing of the frontier and historical views on it
2. Exodusters
3. sodbusters
4. Grange
5. Populist Party
6. gold standard
7. William Jennings Bryan
8. sod
*RSG/Ad. Support, pp. 15-16
*Vocab. Practice, p. 33
*Economics in History, p. 36
*Connect to Today, p. 43
*Primary/Secondary Sources, pp. 46-47
Library of Congress: Lesson Plans by Era
Library of Congress: Lesson Plans by Topic
Social Studies PowerPoints, Lessons, Games
American History PowerPoints, Lessons, Games
Browse the World: Mr. Dowling
Best of History Websites: U.S./World History & Geography
*Group Discussion
*Worksheets
*Study Guides
*Section quiz, p. 54
*Reteaching Activity, p. 58
*Daily Test Transparency: TT65
Chapter Summary; Name Game; Flipcard;
Geogame
*Online Review
*Describe new problems and opportunities developed as America became a political power.
*Describe the growth created by the Industrial Revolution and changes in American life
*Compare corporations with privately-owned businesses and describe how they changed the American business world
*Summarize the results of economic growth
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy.
SS 8.2.2 Students will describe the relationship between supply and demand.
SS 8.2.3 Students will identify economic institutions and describe how they interact with individuals and groups.
SS 8.2.4 Students will identify how private ownership of property is a basic institution of a market economy.
SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
SS 8.2.12 Students will illustrate how international trade benefits individuals, organizations, and nations.
SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface.
SS 8.3.2 Students will examine how regions form and change over time.
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
SS 8.3.5 Students will analyze how humans have adapted to different physical environments.
SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions.
SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives.
SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.
SS 8.4.5 Students will develop historical research skills.
2. Thomas Edison
3. Alexander Graham Bell
4. John D. Rockefeller
5. robber baron
6. Andrew Carnegie
7. Guilded Age
8. patents
9. corporation
10. monopoly
11. trust
12. business cycle
13. shareholder
14. depression
*RSG/Ad. Support, pp. 81-82
*Building Background Vocab., pp. 112
*Economics in History, p. 114
*America's History Makers, p. 115-116
*Connect Geo. and History, pp. 119-120
*Animated History: Industrial Growth, 1860-1900
Library of Congress: Lesson Plans by Era
Library of Congress: Lesson Plans by Topic
Social Studies PowerPoints, Lessons, Games
American History PowerPoints, Lessons, Games
Browse the World: Mr. Dowling
Best of History Websites: U.S./World History & Geography
*Group Discussion
*Worksheets
*Study Guides
*Online Activity
*Section Quiz, p. 129
*Reteaching Activity, p. 134
*Daily Test Transparency: TT66
*Identify reasons why cities grew quickly and how urban life changed
*Describe the new immigrants and their settlement patterns
*Explain the process of assimilation and native reaction to the new immigrants
*Summarize problems created by rapid urban growth and tell why political machines controlled certain areas
2. Angel Island
3. melting pot
4. assimilation
5. Chinese Exclusion Act
6. Jane Adams
7. Hull House
8. social gospel movement
9. Tammany Hall
10. urbanization
11. sweatshop
12. tenements
13. slum
14. political machine
*RSG/Ad. Support, pp. 83-84
*Skillbuilder Practice, p. 113
*Primary/Secondary Sources, pp. 122-125
*American Literature, pp. 126-128
*Animated History: Ellis Island
Library of Congress: Lesson Plans by Era
Library of Congress: Lesson Plans by Topic
Social Studies PowerPoints, Lessons, Games
American History PowerPoints, Lessons, Games
Browse the World: Mr. Dowling
Best of History Websites: U.S./World History & Geography
*Group Discussion
*Worksheets
*Study Guides
*Online Activity
*Section Quiz, p. 130
*Reteaching Activity, p.135
*Daily Test Transparency: TT67
*Describe the history of racism in America, the increase in segregation and violence, and the development of Jim Crow laws
*Summarize the responses to racism of African Americans and contrast th approaches of Washington Du Bois
2. segregation
3. Ida B. Wells
4. Plessy v. Ferguson
5. Booker T. Washington
6. W. E. B. Du Bois
7. NAACP
8. literacy
9. lynch
*RSG/Ad. Support, pp. 85-86
*Historic Supreme Court Decisions, pp. 273-274
Library of Congress: Lesson Plans by Era
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*Group Discussion
*Worksheets
*Study Guides
*Section Quiz, p. 131
*Reteaching Activity, p. 136
*Daily Test Transparency: TT68
*List reasons shy workers organized unions and identify issues in early labor unions
*Describe the struggle between business and labor, including early setbacks, gains, and strikes
2. socialism
3. Haymarket Affair
4. Samuel Gompers
5. American Federation of Labor (AFL)
6. Homestead Strike
7. Pullman Strike
8. Eugene V. Debs
9. anarchist
*RSG/Ad. Support, pp. 87-88
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Browse the World: Mr. Dowling
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*Group Discussion
*Worksheets
*Study Guides
*Section Quiz, p. 132
*Reteaching Activity, p. 137
Daily Test Transparency: TT69
*Identify causes and effects of expanded education and publishing during this historical period
*Describe the development of the consumer society and mass culture
2. Joseph Pulitzer
3. William Randolf Hearst
4. vaudeville
5. ragtime
6. leisure
7. consumer
*RSG/Ad. Support, pp. 89-90
*Vocab. Practice, p. 111
*Interdisciplinary Projects, pp. 117-118
*Connect to Today, p. 121
Library of Congress: Lesson Plans by Era
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American History PowerPoints, Lessons, Games
Browse the World: Mr. Dowling
Best of History Websites: U.S./World History & Geography
*Group Discussion
*Worksheets
*Study Guides
*Project
*Section Quiz, p. 133
*Reteaching Activity, p. 138
*Daily Test Transparency: TT70
ClassZone.com
*Online Review
*Analyze Theodor Roosevelt's square deal
*Explain Roosevelt's civil rights dilemma
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.2.3 Students will identify economic institutions and describe how they interact with individuals and groups.
SS 8.2.5 Students will identify the basic economic systems in the global economy.
SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
SS 8.3.2 Students will examine how regions form and change over time.
SS 8.3.5 Students will analyze how humans have adapted to different physical environments.
SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives.
SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.
SS 8.4.5 Students will develop historical research skills.
2. muckraker
3. patronage
4. Sherman Antitrust Act
5. Theodore Roosevelt
6. direct primary
7. conservation
8. civil rights
9. trust
*RSG/Ad. Support, pp. 157-158
*Building Background Vocab., p. 176
*Interdisciplinary Projects, pp. 181-182
*Connect to Today, p. 185
*Primary/Secondary Sources, pp. 186-187
*American Literature, pp. 189-192
*Animated History: Woman Suffrage - 1919
Progressive Era: Library of Congress
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*Group Discussion
*Worksheets
*Study Guide
*Project
*Online Activity
*Section Quiz, p. 193
*Reteaching Activity, p. 196
*Daily Test Transparency: TT71
*Summarize Wilson's record as a progressive president
2. Sixteenth Amendment
3. Seventeenth Amendment
4. Bull Moose Party
5. Clayton Antitrust Act
6. Federal Reserve Act
7. revenue
8. socialism
9. William Jennings Bryan
10. segregation
*RSG/Ad. Support, pp. 159-160
*Skillbuilder Practice, p. 177
*Economics in History, p. 178
*Primary/Secondary Sources, p. 188
Library of Congress: Lesson Plans by Era
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Browse the World: Mr. Dowling
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*Group Discussion
*Worksheets
*Study Guide
*Section Quiz, p. 194
*Reteaching Activity, p. 197
*Daily Test Transparency: TT72
*Describe the contributions of women progressive leaders
*Analyze the events that led to suffrage for women
2. prohibition
3. Eighteenth Amendment
4. Susan B. Anthony
5. Carrie Chapman Catt
Ninteenth Amendment
6. settlement house
7. Jane Adams
8. suffrage
*RSG/Ad. Support, pp. 161-162
*Vocab. Practice, p. 175
*America's History Makers, pp. 179-180
*Connect Geo. and History, pp. 183-184
*Active Citizenship, pp. 271-272
Library of Congress: Lesson Plans by Era
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Browse the World: Mr. Dowling
Best of History Websites: U.S./World History & Geography
*Group Discussion
*Worksheets
*Study Guide
*Section Quiz, p. 195
*Reteaching Activity, p. 198
*Daily Test Transparency: TT73
ClassZone.com
*Online Review
*Explain ho the U.S. gained possession of Alaska and Hawaii
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy.
SS 8.2.2 Students will describe the relationship between supply and demand.
SS 8.2.5 Students will identify the basic economic systems in the global economy.
SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
SS 8.2.12 Students will illustrate how international trade benefits individuals, organizations, and nations.
SS 8.3.2 Students will examine how regions form and change over time.
SS 8.3.3 Students will investigate how natural processes interact to create and change the natural environment
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions.
SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives.
SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.
SS 8.4.5 Students will develop historical research skills.
2. imperialism
3. William Seward
4. Pearl Harbor
5. manifest destiny
6. missionary
*RSG/Ad. Support, pp. 217-218
*Building Background Vocab., p. 236
*Economics in History, p. 238
*America's History Makers, pp. 239-240
*Primary/Secondary Sources, pp. 246-247
*Animated History: The World, 1890
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Browse the World: Mr. Dowling
Best of History Websites: U.S./World History & Geography
*Group Discussion
*Worksheets
*Study Guide
*Online Activity
*Section Quiz, p. 253
*Reteaching Activity, p. 256
*Daily Test Transparency: TT74
*Describe the battles for the Philippines and Cuba
*Analyze the different viewpoints on the new American empire
2. U.S.S. Maine
3. Spanish - American War
4. George Dewey
5. Rough Riders
6. Platt Amendment
7. Anti-Imperialist League
*RSG/Ad. Support, pp. 219-220
*Skillbuilder Practice, p. 237
*Interdisciplinary Project, pp. 241-242
*Connect to Today, p. 245
*American Literature, pp. 250-252
*Active Citizenship, pp. 271-272
Library of Congress: Lesson Plans by Era
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Browse the World: Mr. Dowling
Best of History Websites: U.S./World History & Geography
*Group Discussion
*Worksheets
*Study Guide
*Project
*Section Quiz, p. 254
*Reteaching Activity, p. 257
*Daily Test Transparency: TT75
*Summarize U.S. interests in Latin America
2. Open Door Policy
3. Boxer Rebellion
4. Panama Canal
5. Roosevelt Corollary
6. malaria
7. Monroe Doctrine
*RSG/Ad. Support, pp. 221-222
*Vocab. Practice, p. 235
*Connect Geo. and History, pp. 243-244
*Primary/Secondary Sources, pp. 248-249
*Animated History: Technology of the Panama Canal
Library of Congress: Lesson Plans by Era
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Browse the World: Mr. Dowling
Best of History Websites: U.S./World History & Geography
*Group Discussion
*Worksheets
*Study Guide
*Online Activity
*Section Quiz, p. 255
*Reteaching Activity, p. 258
*Daily Test Transparency: TT76
ClassZone.com
*Online
Review
*Explain how the U.S. became involved in the war
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface.
SS 8.3.2 Students will examine how regions form and change over time.
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives.
SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.
SS 8.4.5 Students will develop historical research skills.
2. Allies
3. nationalism
4. militarism
5. trench warfare
6. U-boat
7. Zimmerman telegram
8. Woodrow Wilson
9. communism
*RSG/Ad. Support, pp. 9-10
*Building Background Vocab., p. 34
*Economics in History, p. 36
*Connect Geography and History, pp. 41-42
*Animated History: Europe Divided
*Animated History: Trench Warfare
*Student Atlas; handout; overhead; outline map; colored pencils
*Mural paper; ; markers; chapter topics
Library of Congress: Lesson Plans by Era
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Browse the World: Mr. Dowling
Best of History Websites: U.S./World History & Geography
*Group Discussion
*Worksheets
*Study Guide
*Online Activity
*Map work: Europe, 1914
*Class project: class-sized WWI organizer
*Section Quiz, p. 51
*Reteaching Activity, p. 55
*Daily Test Transparency: TT77
*Explain how the govt. rallied the country to support the war effort
2. Gen. John J. Pershing
3. war bonds
4. War Industries Board
5. Committee on Public Info.
6. Espionage Act
7. Sedition Act
8. propaganda
*RSG/Ad. Support, pp. 11-12
*Interdisciplinary Projects, pp. 39-40
*Historic Supreme Court Decisions, pp. 133-134
*Propaganda Posters (teacher resource)
*Library of Congress Primary Source Analysis Tool
Library of Congress: Lesson Plans by Era
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Browse the World: Mr. Dowling
Best of History Websites: U.S./World History & Geography
*Group Discussion
*Worksheets
*Study Guide
*Individual & class projects
*Class-sized WWI organizer cont.
*Propaganda Poster Analysis
*Section Quiz, p. 52
*Reteaching Activity, p. 56
*Daily Test Transparency: TT78
*Group Presentation
*Summarize how WWI came to an end and what its effects were
2. Bellau Wood
3. Second Battle of the Marne
4. Alvin York
5. convoy
6. armistice
7. epidemic
*RSG/Ad. Support, pp. 13-14
*Skillbuilder Practice, p. 35
*American Literature, pp. 46-50
*Animated History: The Western Front 1918
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Browse the World: Mr. Dowling
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*Group discussion
*Worksheets
*Study guide
*Online activity
*Class-sized WWI organizer cont.
*Section Quiz, p. 53
*Reteaching Activity, p. 57
*Daily Test Transparency: TT79
*Analyze the social changes that occurred after the war
2. League of Nations
3. Treaty of Versailles
4. reparations
5. Great Migration
6. Red Scare
7. Palmer Raids
*RSG/Ad. Support, pp. 15-16
*Vocab. Practice, p. 33
*America's History Makers, pp. 37-38
*Connect to Today, p. 43
*Primary/Secondary Sources, pp. 44-45
*Student Atlas; handout; overhead; outline map; colored pencils
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Browse the World: Mr. Dowling
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*Group discussion
*Worksheets
*Study guide
*Class-sized WWI organizer cont.
*Map work: Europe, 1919
*Section Quiz, p. 54
*Reteaching activity, p. 58
*Daily Test Transparency: TT 80
*Group WWI organizer sort activity
ClassZone.com
*Online Review
*Summarize how the economy grew and struggled in the 1920s
*Describe the scandal that overshadowed Harding's presidency and how Calvin Coolidge minimized damage
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy.
SS 8.2.2 Students will describe the relationship between supply and demand.
SS 8.2.3 Students will identify economic institutions and describe how they interact with individuals and groups.
SS 8.2.5 Students will identify the basic economic systems in the global economy.
SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
SS 8.2.11 Students will explain how tax revenues are collected and distributed.
SS 8.2.13 Students will identify how international trade affects the domestic economy.
SS 8.3.2 Students will examine how regions form and change over time.
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives.
SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.
SS 8.4.5 Students will develop historical research skills.
2. assembly line
3. installment buying
4.Teapot Dome Scandal
5. Calvin Coolidge
6. laissez-faire economics
7. credit
8. tariff
*RSG/Ad. Support, pp. 77-78
*Building Background Vocab., p. 96
*Skillbuilder Practice, p. 97
*Economics is History, p. 98
*Interdisciplinary Project, pp. 101-102
*Connect Geography and History, pp. 103-104
*Animated History: Personal Income in the U.S. 1927
Library of Congress: Lesson Plans by Era
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Browse the World: Mr. Dowling
Best of History Websites: U.S./World History & Geography
*Group discussion
*Worksheets
*Study guide
*Projects
*Online activity
*"Life in the Trenches" station work
*Section Quiz, p. 113
*Reteaching Activity, p. 116
*Daily Test Transparency: TT81
2. popular culture
3. Prohibition
4. speakeasies
5. speakeasies
6. fundamentalism
7. evolution
*RSG/Ad. Support, pp. 79-80
*Primary/Secondary Sources, pp. 106-107
*Group discussion
*Worksheets
*Study guide
*Section Quiz, p. 114
*Reteaching activity, p. 117
*Daily Test Transparency: TT 82
*Explain the significance of the Harlem Renaissance
2. Harlem Renaissance
3. Langston Hughes
4. Lost Generation
5. expatriot
6. materialistic
7. Ku Klux Klan
8. NAACP
*RSG/Ad. Support, pp. 108-109
*Vocab. Practice, p. 95
*America's History Makers, pp. 99-100
*Connect to Today, p. 105
*Primary/Secondary Sources, pp. 108-109
*American Literature, pp. 110-112
*Reader's Theater, pp. 135-146
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Browse the World: Mr. Dowling
Best of History Websites: U.S./World History & Geography
*Group discussion
*Worksheets
*Study guide
*Historical drama
*Section Quiz, p. 115
*Reteaching Activity, p.118
*Daily Test Transparency: TT83
ClassZone.com
*Online review
*Identify events that led to the Great Depression
*Describe President Herbert Hoover's policy for dealing with the Depression and America's response to those policies
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
*SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy.
*SS 8.2.2 Students will describe the relationship between supply and demand.
SS 8.2.3 Students will identify economic institutions and describe how they interact with individuals and groups.
SS 8.2.5 Students will identify the basic economic systems in the global economy.
SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
SS 8.2.12 Students will illustrate how international trade benefits individuals, organizations, and nations.
SS 8.2.13 Students will identify how international trade affects the domestic economy.
SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface.
SS 8.3.2 Students will examine how regions form and change over time.
SS 8.3.3 Students will investigate how natural processes interact to create and change the natural environment
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
SS 8.3.5 Students will analyze how humans have adapted to different physical environments.
SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions.
2. Stock Market Crash of 1929
3. Great Depression
4. Bonus Army
5. speculation
6. public works
7. credit
8. economic depression
*RSG/Ad. Support, pp. 7-8
*Building Background Vocab., p. 26
*Economics in History, p. 28
*Primary/Secondary
Sources, pp. 36-38
*American Literature, pp. 39-42
*Animated History: Great Depression Unemployment 1934
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Browse the World: Mr. Dowling
Best of History Websites: U.S./World History & Geography
*Group discussion
*Worksheets
*Study guide
*Online activity
*Student created "checking account" and "stock purchases"
with "brokerage fees" through "trader/teacher"
*Track stock "purchases" throughout rest of year. Sell at end of year to figure out gross and net earnings.
*Section Quiz, p. 43
*Reteaching activity, p. 46
*Daily Test Transparency: TT84
*Explain the purpose and scope of Roosevelt's Second New Deal
*Identify reasons why the New Deal slowed down
2. First New Deal
3. Twentieth Amendment
4. Hundred Days
5. fireside chats
6. Second New Deal
7. Social Security Act
8. deficit spending
9. socialism
*RSG/Ad. Support, pp.9-10
*Skillbuilder Practice, p. 27
*America's History Makers, pp. 29-30
*Connect to Today, p. 35
Library of Congress: Lesson Plans by Era
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Browse the World: Mr. Dowling
Best of History Websites: U.S./World History & Geography
*Group discussion
*Worksheets
*Study guide
*Section Quiz, p. 44
*Reteaching activity, p. 47
*Daily Test Transparency: TT85
*Explain how the Depression inspired artistic and cultural achievements
*Summarize ways in which minorities were affected by the Depression
*Evaluate the impact of the New Deal on American society
2. Elenor Roosevelt
3. Congress of Industrial Organization (CIO)
4. American Federation of Labor (AFL)
5. sit-down stirke
6. Liberal
7. Conservative
*RSG/Ad. Support, pp. 11-12
*Vocab. Practice, P. 25
*Interdisciplinary Project, pp. 31-32
*Historic Supreme Court Decisions, pp. 203-204
*Animated History: Building the Boulder Dam
Library of Congress: Lesson Plans by Era
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Browse the World: Mr. Dowling
Best of History Websites: U.S./World History & Geography
*Group discussion
*Worksheets
*Study guide
*Online activity
*Section Quiz, p. 45
*Reteaching Activity, p. 48
*Daily Test Transparency: TT86
ClassZone.com
*Online Review
*Identify the countries dictators invaded before the war began
*Describe why and how WWII began
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy.
SS 8.2.2 Students will describe the relationship between supply and demand.
SS 8.2.5 Students will identify the basic economic systems in the global economy.
SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
SS 8.2.11 Students will explain how tax revenues are collected and distributed.
SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface.
SS 8.3.2 Students will examine how regions form and change over time.
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
2. fascism
3. Adolf Hitler
4. Joseph Stalin
5. Axis
6. Neville Chamberlain
7. appeasement
8. blitzkrieg
9. Lend-Lease Act
10. Pearl Harbor
11. Hideki Tojo
12. infamy
*RSG/Ad. Support, pp. 71-72
*Building Background Vocab., p. 102
*Animated History: Axis Powers' Aggression to 1941 & WWII in Europe 1939-1941
Library of Congress: Lesson Plans by Era
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Browse the World: Mr. Dowling
Best of History Websites: U.S./World History & Geography
*Group discussion
*Worksheets
*Study guide
*Online activities
*Section Quiz, p. 119
*Reteaching activity, p. 124
*Daily Test Transparency: TT87
*Explain why Japanese Americans were sent to internment camps
2. A. Phillip Randolf
3. braceros
4. Tuskegee Airmen
5. Rosie the Riveter
6. Japanese-American internment
7. Nisei
8. gross national product
9. rationing
10. war bonds
*RSG/Ad. Support, pp. 73-74
*America's History Makers, pp. 105-106
*Interdisciplinary Project, pp. 107-108
*Primary/Secondary Sources, pp. 112-115
*American Literature, pp. 116-118
Library of Congress: Lesson Plans by Era
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Social Studies PowerPoints, Lessons, Games
American History PowerPoints, Lessons, Games
Browse the World: Mr. Dowling
Best of History Websites: U.S./World History & Geography
*Group discussion
*Worksheets
*Study guide
*Project
*Section Quiz, p. 120
*Reteaching activity, p. 125
*Daily Test Transparency: TT88
*Summarize how Germany was put on the defensive on the Eastern and Western fronts
*Describe how the Allies achieved victory in Europe and the horrors they discovered
2. General Erwin Rommel
3. Gen. Dwight D. Eisenhower
4. Stalingrad
5. Battle of the Bulge
6. Yalta Conference
7. Holocaust
8. anti-Semitism
*RSG/Ad. Support, pp. 75-76
*Connect Geography & History, pp. 109-110
*Reader's Theater, pp. 205-213
Library of Congress: Lesson Plans by Era
Library of Congress: Lesson Plans by Topic
Social Studies PowerPoints, Lessons, Games
American History PowerPoints, Lessons, Games
Browse the World: Mr. Dowling
Best of History Websites: U.S./World History & Geography
*Group discussion
*Worksheets
*Study guide
*Historical drama
*Section Quiz, p. 121
*Reteaching activity, p. 126
*Daily Test Transparency: TT89
*Explain how the Allies recaptured much of the territory the Japanese had invaded
*Summarize how the U.S. developed atomic weapons and ended the war with them
2. island hopping
3. Guadalcanal
4. Manhattan Project
5. Hiroshima
6. Code Talkers
7. kamikaze
*RSG/Ad. Support, pp. 77-78
*Skillbuilder Practice, p. 103
*Animated History: WWII in the Pacific 1941-1945
Best of History Websites: U.S./World History & Geography
*Group discussion
*Worksheets
*Study guide
*Online activity
*Section Quiz, p. 122
*Reteaching activity, p. 127
*Daily Test Transparency: TT90
*Explain steps that were taken to create a more peaceful world after the war
*Summarize the changes that occurred in America and the world after the war ended
2. Postdam Conference
3. Nuremberg trials
4. United Nations
5. G.I. Bill of Rights
6. communism
*RSG/Ad. Support, pp. 79-80
*Vocab. Practice, p. 101
*Economics in History, p. 104
*Connect to Today, p. 111
*Copy of International Human Rights; CIA dossier on original member countries; teacher made voting sheets
Best of History Websites: U.S./World History & Geography
*Group discussion
*Worksheets
*Study guide
*United Nations Simulation
*Section Quiz, p. 123
*Reteaching activity, p. 128
*Daily Test Transparency: TT91
ClassZone.com
*Online Review
*Describe the origins and expansion of the Cold War
*Explain how fear of communism affected people in the U.S.
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy.
SS 8.2.2 Students will describe the relationship between supply and demand.
SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface.
SS 8.3.2 Students will examine how regions form and change over time.
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
SS 8.3.5 Students will analyze how humans have adapted to different physical environments.
SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions.
2. Fair Deal
3. Cold War
4. Truman Doctrine
5. NATO
6. containment
7. New Deal
*RSG/Ad. Support, pp. 147-148
*Building Background Vocab., p. 166
*Skillbuilder Practice, p. 167
*Economics in History, p. 168
*America's History Makers, pp. 169-170
*Connect Geo. and History, pp. 173-174
*Connect to Today, p. 175
*Animated History: Europe after WWII 1949
Best of History Websites: U.S./World History & Geography
*Group discussion
*Worksheets
*Study guide
*Online activity
*Section Quiz, 183
*Reteaching activity, p. 186
*Daily Test Transparency: TT92
*Explain the significance of McCarthyism
*Describe how the Cold War affected countries around the world
2. 38th parallel
3. Korean War
4. arms race
5. H-bomb
6. space race
7. brinksmanship
*RSG/Ad. Support, pp. 149-150
*Primary/Secondary
Sources, pp. 176-177
*American Literature, pp. 180-182
Best of History Websites: U.S./World History & Geography
*Group discussion
*Worksheets
*Study guide
*Online activity
*Section Quiz, p. 184
*Reteaching activity, p. 187
*Daily Test Transparency: TT93
*Identify groups of people who did not prosper in the 1950s
*Summarize the cultural influences on children and teenagers in the 1950s
2. baby boom
3. suburbs
4. sunbelt
5. conform
6. consumer
*RSG/Ad. Support, pp. 151-152
*Vocab. Practice, p. 165
*Interdisciplinary Project, pp. 171-172
*Primary/Secondary Sources, pp. 178-179
*Active Citizenship, pp. 201-202
Best of History Websites: U.S./World History & Geography
*Group discussion
*Worksheets
*Study guide
*Online activity
*Section Quiz, p. 185
*Reteaching activity, p. 188
*Daily Test Transparency: TT94
ClassZone.com
*Online review
*Identify ways in which African Americans sought to improve their lives and fight for social justice
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface.
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
2. civil rights
3. black codes
4. Plessy v. Ferguson
5. Jim Crow laws
6. National Association for the Advancement of Colored People (NAACP)
*RSG/Ad. Support
*Building Background Vocabulary
Best of History Websites: U.S./World History & Geography
*Group discussion
*Worksheets
*Study guide
*Online activity
*Section Quiz, p. 51
*Reteaching Activity, p. 55
*Ch. Review
*Ch. Test
*Daily Test Practice Transparency, TT95
*Explain how opponents of racial equality reacted to civil rights demonstrations and how civil rights workers responded
2. Thugood Marshall
3. Brown v. Board of Education of Topeka//
4. Montgomery bus boycott
5. Martin Luther King Jr.
6. Southern Christian Leadership Conference (SCLC)
7. sit-in
8. Student Nonviolent Coordinating Committee (SNCC)
9. grassroots
10. activism
*RSG/Ad. Support
*America's History Makers, pp. 37-38
*Primary and Secondary Sources, pp. 44-45
*Connect to Today, p. 43
*Historic Supreme Court Decisions, pp. 201-202
Best of History Websites: U.S./World History & Geography
*Group discussion
*Worksheets
*Study guide
*Online activity
*Section Quiz
*Reteaching Activity, p. 56
*Daily Test Practice Transparency, TT96
*Ch. Review
*Ch. Test
*Explain the importance of the Civil Rights Act of 1964 and the Voting Rights Act
*Identify conflicts in the civil rights movement in the late 1960s and the ramification of those conflicts
2. Congress of Racial Equality (CORE)
3. March on Washington
4. Civil Rights Act of 1964
5. Freedom Summer
6. Voting Rights Act
7. Great Society
8. Malcom X
9. disenfranchised
*RSG/Ad. Support
*Economics in History, p. 36
*Connect Geography and History, pp. 41-42
*American Literature, pp. 48-50
*Reader's Theater, pp. 203-207
Best of History Websites: U.S./World History & Geography
*Group discussion
*Worksheets
*Study guide
*Online activity
*Section Quiz, p. 53
*Reteaching Activity, p. 57
*Daily Test Practice Transparency, TT97
*Ch. Review
*Ch. Test
*Explain the ways in which women were still discriminated against after WWII
2. Cesar Chavez
3. National Congress of American Indians (NCAI)
4. Betty Friedan
5. National Organization for Women (NOW)
6. Equal Rights Amendment (ERA)
7. Latinos
8. abridged
9. assimilate
*RSG/Ad. Support
*Vocabulary Practice, p. 33
*Skillbuilder Practice, P. 35
*Interdisciplinary Projects, pp. 39-40
*Primary and Secondary Sources, pp. 46-47
Best of History Websites: U.S./World History & Geography
*Group discussion
*Worksheets
*Study guide
*Online activity
*Section Quiz, p. 54
*Reteaching Activity, p. 58
*Daily Test Practice Transparency, TT98
*Ch. Review
*Ch. Test
*Summarize the history of American support for the French in Indochina and U.S. involvement in the conflict
*Describe the events that shaped U.S. policy in Vietnam and how fear of Communism drew the U.S. in to the war
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
SS 8.3.2 Students will examine how regions form and change over time.
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
SS 8.3.5 Students will analyze how humans have adapted to different physical environments.
SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions.
2. Ho Chi Minh
3. domino theory
4. Ngo Dinh Diem
5. Bay of Pigs invasion
6. Cuban missile crisis
7. Viet cong
8. Ho Chi Minh Trail
9. communism
10. guerrillas
*RSG/Ad. Support
*Building Background Vocabulary, p. 104
*Connect Geography and History, pp. 111-112
*Primary and Secondary Sources, pp. 114-115
Best of History Websites: U.S./World History & Geography
*Group discussion
*Worksheets
*Study guide
*Online activity
*Section Quiz, p. 121
*Reteaching Activity, p. 125
*Daily Test Practice Transparency, TT99
*Ch. Review
*Ch. Test
*Contrast the tactics and strengths of Viet Cong and U.S. troops
*Describe the Tet offensice and its effects on American opinions
2. Gulf of Tonkin Resolution
3. escalation
4. William Westmoreland
5. Tet offensive
6. napalm
7. Agent Orange
*RSG/Ad. Support
*America's History Makers, pp. 107-108
*American Literature, pp. 117-120
Best of History Websites: U.S./World History & Geography
*Group discussion
*Worksheets
*Study guide
*Online activity
*Section Quiz, p. 122
*Reteaching Activity, p. 126
*Daily Test Practice Transparency, TT100
*Ch. Review
*Ch. Test
*Identify two basic groups of Americans at the time and some of the reasons they opposed one another
*Summarize how the Vietnam War affected American politics, elections, and governmental decisions
2. doves
3. hawks
4. Richard Nixon
5. Vietnamization
6. Cambodia
7. commune
*RSG/Ad. Support
*Skillbuilder Practice, p. 105
*Interdisciplinary Projects, pp. 109-110
*Primary and Secondary Sources, p. 116
Best of History Websites: U.S./World History & Geography
*Group discussion
*Worksheets
*Study guide
*Online activity
*Section Quiz, p. 123
*Reteaching Activity, p. 127
*Daily Test Practice Transparency, TT101
*Ch. Review
*Ch. Test
2. War Powers Act
3. ambush
*RSG/Ad. Support
*Vocabulary Practice, p. 103
*Economics in History, p. 106
*Connect to Today, p. 113
Best of History Websites: U.S./World History & Geography
*Group discussion
*Worksheets
*Study guide
*Online activity
*Section Quiz, p. 124
*Reteaching Activity, p. 128
*Daily Test Practice Transparency, TT102
*Ch. Review
*Ch. Test
*Describe ways that Nixon eased Cold War tensions
*Summarize the events of the Watergate scandal and its effects on the country
*Describe important events and challenges faced by presidents Ford and Carter
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy.
SS 8.2.2 Students will describe the relationship between supply and demand.
SS 8.2.3 Students will identify economic institutions and describe how they interact with individuals and groups.
SS 8.2.5 Students will identify the basic economic systems in the global economy.
SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
SS 8.2.12 Students will illustrate how international trade benefits individuals, organizations, and nations.
SS 8.2.13 Students will identify how international trade affects the domestic economy.
SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface.
SS 8.3.2 Students will examine how regions form and change over time.
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
SS 8.3.5 Students will analyze how humans have adapted to different physical environments.
SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions.
2. Watergate scandal
3. Organization of Petroleum Exporting Countries (OPEC)
4. Camp David Accords
5. inflation
*RSG/Ad. Support
*Building Background Vocabulary, p. 166
*America's History Makers, pp. 169-170
*Connect Geography and History, pp. 173-174
*Primary and Secondary Sources, pp. 176-177
Best of History Websites: U.S./World History & Geography
*Group discussion
*Worksheets
*Study guide
*Online activity
*Section Quiz, p. 181
*Reteaching Activiey, p. 184
*Daily Test Practice Transparency, TT103
*Ch. Review
*Ch. Test
*Describe the end of the Cold War and the events leading up to the Persian Gulf War
*Summarize the conflicts between Congress and President Clinton and the U.S. role in the War in Kosovo
2. Persian Gulf War
3. North American Free Trade Agreement (NAFTA)
4. entitlements
5. Kosovo
*RSG/Ad. Support
*Skillbuilder Practice, p. 167
*Economics in History, p. 168
*American Literature, pp. 178-180
*Active Citizenshiip, pp. 199-200
Best of History Websites: U.S./World History & Geography
*Group discussion
*Worksheets
*Study guide
*Online activity
*Section Quiz
*Reteaching Activity, p. 185
*Daily Test Practice Transparency, TT104
*Ch. Review
*Ch. Test
*Describe the events of Sept. 11, 2001, and the ways the U.S. responded
*Summarize the challenges facing the U.S. today and the strengths on which we can build a future
2. 9/11 hijackings
3. al-Qaeda
4. coalition
5. insurgent
6. baby boom
*RSG/Ad. Support
*Vocabulary Practice, P. 165
*Interdisciplinary Projects, pp. 171-172
*Connect to Today, p. 175
Best of History Websites: U.S./World History & Geography
*Group discussion
*Worksheets
*Study guide
*Online activity
*Section Quiz, p. 183
*Reteaching Activity, p. 186
*Daily Test Practice Transparency, TT105
*Ch. Review
*Ch. Test
tution
Day
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.
2. Amendment
3. Founding Fathers
Constitution Day Facts/Activities
Day
SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
2. nonviolence
3. segregation
4. discrimination
5. protest
6. boycott
NEA
Library of Congress
Student
Vote
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives.
SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
2. election
3. popular vote
4. elector, electoral college, electoral vote
5. candidate
6. democrat
7. republican
8. liberal
9. conservative
10. president
11. vice-president
12. senator
13. representative
14. poll
15. registration
16. polling place
*Compare/contrast activity on candidates/issues
Day
program to honor
local veterans and current service men and women
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
SS 8.4.5 Students will develop historical research skills
2. veteran
3. sacrifice
4. tribute
Time and Date
History
ial
Day
SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.
SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
SS 8.4.5 Students will develop historical research skills.
2. rememberance
3. service
4. observance
5. Flanders Field
history.com
*Group discussion/ comparison
*Poppy poster for contest